Background: Implementing electronic exams for the first time among fourth-year nursing students increases the anxiety related to the exams. So, this study aims to assess the relationship between exam anxiety, computer experience, and obstacles for nursing students who had undertaken electronic exams. Subjects and methods: the study followed a correlational descriptive design. It included all fourth-year nursing students at the Faculty of Nursing, South Valley University (171). Three tools were used to collect the data. The tool I (a Westside Test Anxiety Scale). Tool II (a structured computer experience scale), tool III (structured obstacles related to exam scale), and. Results: Only (15.0%) of participants reported comfortably low test anxiety levels. 63.4% of the participants have a moderate computer experience level. More than one-half of the participants reported that personal obstacles and teaching obstacles present to some extent (50.3%, and 52.9% respectively). Less than fifty percent (45.1%) of the participants mentioned that technical obstacles present to some extent. There are no statistically significant differences between different electronic exam anxiety levels and age, sex, and experience level (p-value > 0.05) while there is a highly statistically significant difference between different electronic exam anxiety levels and the presence of obstacles (p-value = 0.001). Conclusion and recommendations: Computer experience level did not statistically associate with exam anxiety levels while different types of obstacles can increase exam anxiety levels. So, adequate orientation and training programs for the students who had undertaken electronic exams are recommended.